- Measure, document and report student progress and proficiency against a set of clearly defined content-area standards and learning objectives.
Rationale: An effective system of reporting communicates the current level of student progress against the expected level of achievement at certain points of time through the year in terms of selected standards that the school has prioritized as most important. (Guskey & Bailey, 2009).
- Collaborate and calibrate with colleagues to ensure aligned grading practices.
Rationale: The grading system ensures consistency and fairness in the assessment of learning, and in the assignment of scores and proficiency levels against the same learning standards, across students, teachers, assessments, learning experiences, content areas, and time. (Great Schools Partnership, 2015)
- Measure and provide feedback on behaviors and dispositions separately from academic progress. Educators report on behaviors and dispositions embedded in the HKIS vision.
Rationale: The grading system measures, reports, and documents academic progress and achievement separately from work habits, character traits, and behaviors, so that educators, counselors, and support specialists can accurately determine the difference between learning needs and behavioral or work-habit needs. (Great Schools Partnership, 2015)
- Provide timely, relevant, and actionable feedback about student growth, areas of strength, and process that empowers and motivates students.
Rationale: When feedback provides explicit guidance that helps students adjust their learning...there is a greater impact on achievement, students are more likely to take risks with their learning, and they are more likely to keep trying until they succeed. (Brookhart, 2008 and 2011; Hattie & Timperley, 2007; Shute, 2008).
- Provide students with opportunities for self evaluation and reflection on their strengths, areas for growth, and next steps.
Rationale: Engaging students regularly in noticing and reflecting on their own progress helps them develop an inner dialogue of self-monitoring necessary to becoming self-regulated learners. (Chappuis & Stiggins, 2017).
- Use data from grading and reporting to make informed decisions about educational programs, in order to support each student’s learning journey.
Rationale: Grading and reporting aids in the ongoing development of frameworks to promote and support the growth of educational programs (Guskey and Bailey, 2009 and Marzano, 2012).
References
Brookhart, S. M. (2008). Feedback that fits. Engaging the whole child: Reflections on best practices in learning, teaching, and leadership, 166-175.
Brookhart, S. M. (2011). Starting the conversation about grading. Educational Leadership, 69(3), 10–14. Retrieved from https://ezproxy.umsl.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=66901493&site=ehost-live&scope=site
Chappuis, J., & Stiggins, R. (2017). An introduction to student-involved assessment for learning, 7e. Hoboken, NJ: Pearson.
Guskey, T. R., & Bailey, J. M. (2009). Developing standards-based report cards. Corwin Press.
Great Schools Partnership (2015). Grading principles and guidelines. Retrieved from https://www.greatschoolspartnership.org/wpcontent/uploads/2016/08/GradingPrinciplesandGuidelines_August_2016.pdf
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
Marzano, R. J. (2012). Marzano levels of school effectiveness. Marzano Research.
Shute, V. J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153-189.
